Paruman The Khemion Master: Learning Chemistry Periodic table with Trading Card game

The purpose of this research is to learn about how IP character can help students remembering their lesson. In this case we apply the research to a subject that majority students having difficulty to learn, it is chemistry. Some students say that chemistry is the hardest subject for them. Some say that the hardest part is to remember codes and elements on chemistry. Even they said it is the most boring subject, and usually they get a bad mark for it. Based on our survey, we find out that most of students having difficulties to study the subject using traditional method. They prefer to learn using graphics, because it is easier to remember the codes. For this case, we create a set of play card that can help students remembering the chemicals codes. Each card has a unique IP Character that resembles chemical element. Writers also add an element, which could make the chemistry lesson easier to understand, that is game. A game rule will be applied on the card game, and it will help student learned chemistry. And to make it more attractive and fun, we also try to put some technology to the game. Using a technology called Augment Reality, we try to engage students more.

An Intelligent Error Correction Algorithm for Elderly Care Robots

With the development of deep learning, gesture recognition systems based on the neural network have become quite advanced, but the application effect in the elderly is not ideal. Due to the change of the palm shape of the elderly, the gesture recognition rate of most elderly people is only about 70%. Therefore, in this paper, an intelligent gesture error correction algorithm based on game rules is proposed on the basis of the AlexNet. Firstly, this paper studies the differences between the palms of the elderly and young people. It also analyzes the misread gesture by using the probability statistics method and establishes a misread-gesture database. Then, based on the misreading-gesture library, the maximum channel number of different gestures in the fifth layer is studied by using the similar curve algorithm and the Pearson algorithm. Finally, error correction is completed under the game rule. The experimental results show that the gesture recognition rate of the elderly can be improved to more than 90% by using the proposed intelligent error correction algorithm. The elderly-accompanying robot can understand people’s intentions more accurately, which is well received by users.

Rule Talk: Instructing Proper Play With Impersonal Deontic Statements

The present paper explores how rules are enforced and talked about in everyday life. Drawing on a corpus of board game recordings across European languages, we identify a sequential and praxeological context for rule talk. After a game rule is breached, a participant enforces proper play and then formulates a rule with an impersonal deontic statement (e.g. “It’s not allowed to do this”). Impersonal deontic statements express what may or may not be done without tying the obligation to a particular individual. Our analysis shows that such statements are used as part of multi-unit and multi-modal turns where rule talk is accomplished through both grammatical and embodied means. Impersonal deontic statements serve multiple interactional goals: they account for having changed another’s behavior in the moment and at the same time impart knowledge for the future. We refer to this complex action as an “instruction.” The results of this study advance our understanding of rules and rule-following in everyday life, and of how resources of language and the body are combined to enforce and formulate rules.

Knucklebone Faces and Throws: Play, Rules, and Rhetorical Discourse in Julius Pollux

The reconstruction of the culture of play and games in antiquity involves many problems of an exegetical nature, which are especially difficult to analyse because of the limited amount of encyclopaedic evidence that might provide adequate overviews and descriptions. Julius Pollux’s lexicon is an essential text in this regard. In the second half of the second century AD he wrote a synthesis of ancient knowledge, in which each notice was presented within very specific rhetorical and discursive constraints. This article focuses specifically on a passage (Poll. 9.100) in which two different names are given to the same face of the knucklebone. This passage presents an interpretative problem that has led some scholars to hypothesize a specific game rule. This paper shows how the answer to such an exegetical aporia can be solved by looking at the rhetorical specificities of the lexicographic genre and in particular at the discursive organization of the onomastic knowledge by Pollux.

Identification of stability in following the game rule in the context of role-playing game of senior preschoolers

In this article, following the rules of the game is an important indicator of the development of game activities of preschool children, as the plot and role – playing games have the potential for the formation and development of gaming skills. As the study of this article shows, the stability of children in subordination to the game rule during the role-playing game is constantly increasing and between the role and the rule, which dictates a certain role, there are always naturally changing relationships. The article also presents recommendations for teachers of preschool institutions on direct and indirect management of role-playing game.

Deontic Reasoning and Social‐Convention Learning in Preschoolers

Deontic reasoning is the understanding of what may, must, or ought (not) to be done under given circumstances (Wellman & Miller, 2008). Deontic logic is often applied to social‐conventional rules (such as "set the table with the fork on the left") to give those social‐ conventions moral force, even though most people would agree that arbitrary social conventions are morally neutral. A critical question concerns whether the connection between social‐conventions and deontic logic is present in young children, or learned more slowly over time. To examine this, we provided forty‐eight (24 male; 24 female) 3‐year‐ old children with an arbitrary rule for a game involving yellow and orange balls. For half the children the rule was provided with deontic language (e.g., "you should use the orange balls"), and half were not (e.g., "use the orange balls"). Additionally, half the children were given a social‐ conventional rationale (e.g., "everyone does it that way"), while the other half were given a moral rationale (e.g., "it's the right thing to do"). If children understand that deontic logic applies even to social‐ conventional rules, then we expect that they will comply with the arbitrary game rule most when the rule is provided with deontic language and a moral rationale. This research will help parents and early childhood caregivers to better understand how young children view social‐conventional rules. This in turn will provide insight into how these social conventional rules, which are highly valued and critical to learn, might best be taught within families, day cares, and classrooms.